We started preparing for dual training at the University of Pannonia in November 2014. Our first partners were extremely eager and eager to support the initiative, recognising that the long-standing shortage of staff will be achieved by employing and training young students as soon as possible. Our indicators have now evolved significantly: 3 Faculty — 4 Bachelors — 11 Partners — 19 Students 4 Faculty — 22 Bachelor’s Degrees and 9 Master’s Degrees — 104 Partners — 325 Student Requirements. The different fields of training generate different types of problems (see: time planning, economics department: the problem of reimbursement students) which can only be solved by continuous and two-way communication. The aim of our project is our dual training objective: support “quality training with outstanding internships in both quantitative and qualitative terms”, creating conditions and developing sustainable operation. For the implementation of the project, we will establish a consortium partnership with the ZFOK and PFA organisations, which are key players in the strategic development of the Zala county region and the development of higher education dual training in the last 10 years. Based on the multitude of our partners and the experience of the past two years, we consider it necessary to set up a DKK (B.1), which is run by faculty coordinators, supported by regular consultation with corporate partners. In order to support the operation of the DKK, we intend to create a DKK portal containing all information and data related to dual training (e.g.: contracts, promotional materials, student data, company evaluation sheets, etc.). This portal provides different information for corporate and university mentors, dual students and interested parties, assists our registration and data reporting requirements and serves as an information platform. During our project, the activities of each project element cover the tasks of dual training and coordination. Continuous development/enlargement of the partnership network is required. Large companies employ new students every year, but SMEs only accept a new dual student every two to three years, as the training also requires the partner’s human resources. As part of activity A1, we map new potential partners and collect the competence needs of our partners through questionnaire surveys and/or in-depth interviews. The degree-specific competence-based enterprise curriculum, based on which the young person is employed in the company (A.2), is agreed by the university’s lecturers and corporate mentors before each semester. In addition to corporate training, university curricula and curricula will be modernised (A.5). When reviewing our courses to be developed, the need for company competence and practice orientation will be an important aspect when matching with the new JRCs. To this end, we implement a project-based approach and the company’s specific case studies (A.3.) will be more widely involved in the course materials. We will further develop our currently used Corporate Assessment System (A.4), integrating our experience so far, as well as providing students with the opportunity to evaluate their dual place of practice. To this end, we will also establish a Student Assessment System. A “corporate professional cadastre” (A.6) will be set up to register the employees of our partners who would like to give lectures or complete courses in a field, thus making the involvement of external practitioners in education more aware. At both university (A.7) and corporate (A.8) level, mentoring training and mentoring roundtables are being implemented, sharing good practices (B.3), making support for young people more effective. Early school leaving is a major problem for university technical courses. Critical subjects are basically among the basic science subjects. In order to reduce early school leaving, we develop a student patroning program, in which upper-year-old students conduct tutoring — in return they receive a scholarship supplement (A.9) for critical subjects for dual students. In addition, a social scholarship scheme (B.2) is being developed to support the dual students concerned. It is of utmost importance to promote the dual form of training (A.10), for example: the “House to the University” programme, where the university and its partners jointly provide information. If the application is successful, we will achieve the above objectives, which contribute to the expansion and development of the sustainable dual training system of the University of Pannonia.